scholarly journals The sanitary emergency and language teachers’ training needs in Italy

2021 ◽  
Vol 21 (3) ◽  
pp. 59-68
Author(s):  
Paolo Nitti
Keyword(s):  
Language Teaching ◽  
Training Needs ◽  
Language Teachers ◽  
Keen Interest ◽  
The Moment ◽  
Teachers Training

Language teaching represents one of the language sciences that can be regarded as applicative. The teaching of modern languages is a discipline that is intrinsically interconnected with other disciplines and, from the moment it was scientifically recognized on the epistemological level, it has been characterized by a keen interest and affinity towards the technologies. This essay showcases the results of a survey conducted on a sample of teachers on the effects of the pandemic on language teaching in Italy.   L’emergenza sanitaria e i bisogni formativi dei docenti di lingua in Italia.   La didattica delle lingue rappresenta una delle scienze del linguaggio di carattere applicativo. La glottodidattica inoltre è una disciplina interconnessa intimamente con altri campi del sapere e, fin dai primi momenti di autonomia sul piano dello statuto epistemologico, con la tecnologia. Questo contributo permette di analizzare i risultati di un’indagine condotta su un campione rappresentativo di insegnanti in merito agli effetti della pandemia sull’insegnamento delle lingue in Italia.   L’emergenza sanitaria e i bisogni formativi dei docenti di lingua in Italia La didattica delle lingue rappresenta una delle scienze del linguaggio di carattere applicativo. La glottodidattica inoltre è una disciplina interconnessa intimamente con altri campi del sapere e, fin dai primi momenti di autonomia sul piano dello statuto epistemologico, con la tecnologia. Questo contributo permette di analizzare i risultati di un’indagine condotta su un campione rappresentativo di insegnanti in merito agli effetti della pandemia sull’insegnamento delle lingue in Italia.

scholarly journals Bringing Zull’s Four Brain-derived Pillars of Learning into the English Classroom

2020 ◽  
Vol 3 (1) ◽  
pp. 14
Author(s):  
Jorge Carlos Correa Rodriguez
Keyword(s):  
Teaching And Learning ◽  
Language Teaching ◽  
Language Teachers ◽  
Teaching Methodology ◽  
Language Classrooms ◽  
Biological Learning ◽  
English Classroom ◽  
The Moment ◽  
Education Science ◽  
The Brain

Teaching modifies the brain of the learners. In that respect, providing teachers with information about ways in which the brain learns could allow them to enhance their practices. Similarly, language teachers should also embrace what experts and theories from Educational Neuroscience and Mind, Brain and Education Science (MBE) Science can offer to pedagogy. This paper explored Zull’s biological learning model in order to provide a practical way to support language teaching. The model depicts 4 pillars derived from his understanding of the learning brain. Zull’s model was developed by his observations of the organic structure of the brain. It originated from the functioning of specific areas located in the neocortex of the brain; the sensory area, the back-integrative area, the front-integrative area and the motor area. Zull (2002) posited that each area is in charge of general functions such as; gathering, reflecting, creating and testing respectively. This connection could benefit the teaching process by providing a path to follow at the moment of instruction. In that sense, this paper observed how his model could be connected with one language teaching methodology. Presentation, practice and production (PPP). It was also observed that the synergetic nature of the connections within the human brain allows the pillars to move throughout the stages of PPP. It means that despite each stage was bound to specific pillars, the rest of them could be also used in each particular stage of PPP if needed. Moreover, some suggestions for the general language classroom were also included. This paper, therefore, aimed to connect one theory derived from the understanding of the brain with pedagogy in order to enhance the way teaching and learning in language classrooms is conducted.

scholarly journals Arabic Language Teachers’ Training Needs for Implementing Cognitive Trips Strategy when Teaching Arabic Language Courses in the Kingdom of Saudi Arabia

2021 ◽  
Vol 32 (3) ◽  
pp. 12-24
Author(s):  
Amal Nasser Al-Harbi and ◽  
Wafa Al-Owaidi
Keyword(s):  
Saudi Arabia ◽  
Lesson Planning ◽  
Arabic Language ◽  
Training Needs ◽  
Educational Process ◽  
Language Teachers ◽  
Smart Devices ◽  
Intensive Training ◽  
Language Courses ◽  
Teachers Training

The present work focuses on examining the strategy of cognitive trips and the Arabic language teachers’ training needs of such a strategy when teaching Arabic language courses in the Saudi Arabia Kingdom. To achieve the objective of the study, and check whether this strategy is used in lesson planning, lesson teaching, or lesson assessment, a descriptive approach and a questionnaire have been adopted. The researchers used a number of statistical tools, and chose a purposive sample, which consists of (58) Arabic language teachers from Saudi Arabia Kingdom. Results have shown that the training needs of Arabic language teachers for implemining the strategy of cognitive journeys while teaching Arabic language courses came in the following order: the area of lesson planning with 63.8%, lesson implementation with 60.3%, and then evaluating the lesson with 56.9%.  Besides, the strategy of cognitive trips that has been applied on learners needs to be used virtually, and to maintain its origins. Finally, the researchers have recommended identifying the strategy of knowledge trips and employing it in the educational process. The researchers have further suggested to provide laboratories equipped with smart devices and the Internet, and to encourage teachers to have intensive training to master the strategy of knowledge trips, and adopt it as an effective method of teaching. They have further suggested to arrange training courses all over the kingdom to improve teacher’ educational results.  

LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING

2018 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Desy Damayanti ◽  
Adin Fauzi ◽  
Azizatul Mahfida Inayati
Keyword(s):  
Language Teaching ◽  
Language Teachers ◽  
Learning Materials ◽  
Authentic Materials ◽  
Authentic Texts ◽  
Radio Broadcasting ◽  
Language Classroom ◽  
Level Of Understanding

Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching.

Penerapan Pendekatan Kontruktivisme dalam Pembelajaran Bahasa Indonesia di SMP Negeri I Remboken

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Femmy Tresje Pelealu
Keyword(s):  
Critical Thinking ◽  
Learning Process ◽  
Teaching Methods ◽  
Language Teaching ◽  
Language Teachers ◽  
Development Model ◽  
Strategy Model ◽  
Bahasa Indonesia

This study is conducted in order to describe the development model ofconstructivistic teaching in Indonesian language for the sake of maximizing thestudents’ attitude in critical thinking. Operationally this study is done inorder to describe the concept and strategy model and the materials of constructivisticIndonesian language teaching developed by the teachers in SMP Negeri 1 Rembokenfor the sake of maximizing the students’ attitude in critical thinking. TheIndonesian language teachers’ concept on the planning and the conduction ofconstructivistic teaching related to what Indonesian language teaching is, howthe textbook and the materials are used, the purpose of Indonesian languageteaching is, the role of the teacher, the role of the students in the teachingand learning process, the use of teaching methods and media, and the procedureof the conduction of constructivistic Indonesian language teaching and learningprocess in the classroom, was not done by the teachers when they were observed.Their constructivistic teaching attitude is very minimal.

scholarly journals Inverse translation and the language student: A case study

2020 ◽  
Vol 10 (1) ◽  
pp. 171-193
Author(s):  
Lucía Pintado Gutiérrez
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
Language Teaching ◽  
Language Skills ◽  
Language Teachers ◽  
Language Classroom ◽  
Inverse Translation ◽  
The Impact

AbstractThis article explores the agency of the student in translation in language teaching and learning (or TILT). The purpose of the case study discussed here is to gain an overview of students’ perceptions of translation into the foreign language (FL) (also known as “inverse translation”) following a module on language and translation, and to analyse whether there is any correlation between students’ attitude to translation, its impact on their language learning through effort invested, and the improvement of language skills. The results of the case study reveal translation to be a potentially exciting skill that can be central to FL learning and the analysis gives indications of how and why language teachers may optimise the implementation of translation in the classroom. The outcome of the study suggests that further research is needed on the impact of translation in the language classroom focussing on both teachers’ expectations and students’ achievements.

scholarly journals Teaching Critical Vocabulary to Filipino Heritage Language Learners

2021 ◽  
Vol 11 (6) ◽  
pp. 260
Author(s):  
Jayson Parba
Keyword(s):  
Language Development ◽  
Social Issues ◽  
Language Teaching ◽  
Language Teachers ◽  
World Language ◽  
Wide Range ◽  
Teachers And Students ◽  
The Status ◽  
Language Classrooms ◽  
L1 And L2

Engaging in critical dialogues in language classrooms that draw on critical pedagogical perspectives can be challenging for learners because of gaps in communicative resources in their L1 and L2. Since critically oriented classrooms involve discussing social issues, students are expected to deploy “literate talk” to engage in critiquing society and a wide range of texts. Although recent studies have explored teachers’ and students’ engagement with critical materials and critical dialogues, research that explores language development in critical language teaching remains a concern for language teachers. In this paper, I share my experience of fostering language development, specifically the overt teaching of critical vocabulary to students of (Tagalog-based) Filipino language at a university in Hawai’i. Through a discussion of racist stereotypes targeting Filipinos and the impacts of these discourses on students’ lived experiences, the notion of “critical vocabulary” emerges as an important tool for students to articulate the presence of and to dismantle oppressive structures of power, including everyday discourses supporting the status quo. This paper defines critical vocabulary and advances its theoretical and practical contribution to critical language teaching. It also includes students’ perspectives of their language development and ends with pedagogical implications for heritage/world language teachers around the world.

GEORGETOWN UNIVERSITY ROUND TABLE ON LANGUAGES AND LINGUISTICS 1994: EDUCATIONAL LINGUISTICS, CROSSCULTURAL COMMUNICATION, AND GLOBAL INTERDEPENDENCE.James E. Alatis (Ed.). Washington, DC: Georgetown University Press, 1994. Pp. 402. $35.00 paper.

1997 ◽  
Vol 19 (1) ◽  
pp. 117-118
Author(s):  
Joan Kelly Hall
Keyword(s):  
Language Teaching ◽  
Computer Mediated Communication ◽  
Round Table ◽  
Language Teachers ◽  
Washington Dc ◽  
Mediated Communication ◽  
Educational Linguistics ◽  
Language Classroom ◽  
Georgetown University ◽  
Crosscultural Communication

This collection of 28 papers was first presented at the 1994 GURT. The theme of the conference was educational linguistics, crosscultural communication, and global interdependence. The vastness of the theme is reflected in the diversity of the chapter topics. Twelve of 28 deal with curricular issues. Of these, those by Kachru, Nyikos, D. Freeman, van Lier, Loew, and Richards discuss issues and concerns broadly related to the preparation of language teachers. D. Freeman's chapter is worthy of note because it offers an interesting discussion on the various strands of scholarship, which he suggests comprise the knowledge base of language teaching. Six of the 12 chapters center on curricular issues for the language classroom. Matters relating to the teaching of culture are dealt with by Oxford and Bamgbose. Brown discusses “responsive language teaching.” Citkina reports on innovative foreign language methods recently introduced in the Ukraine. A good discussion on computer-mediated communication and its usefulness to the language classroom is offered by Stauffer. Pica provides an excellent overview of the research on task-related learning and an equally useful discussion of its pedagogical implications.

The Cambridge Guide to Blended Learning for Language Teaching

2015 ◽  
Keyword(s):  
Teacher Training ◽  
Blended Learning ◽  
Case Studies ◽  
Course Design ◽  
Language Teaching ◽  
Language Teachers ◽  
The Future ◽  
Learner Interaction ◽  
Training Courses

The Cambridge Guide to Blended Learning for Language Teaching makes the case that it is pedagogy, rather than technology, that should underpin the design of blended learning programmes. The book is organised into five sections: Connecting Theories and Blended Learning; Implications for Teaching; Rethinking Learner Interaction; Case Studies; The Future of Blended Learning. With its research-informed and practitioner-focused approach, this book is ideal for language teachers and language centre managers looking to broaden their understanding of pedagogy and blended learning. It will also be of interest to anyone working on blended learning course design or delivering teacher training courses.

MLA Foreign Language Proficiency Tests for Teachers and Advanced Students

PMLA ◽  
1962 ◽  
Vol 77 (4-Part2) ◽  
pp. 31-42
Author(s):  
Wilmarth H. Starr
Keyword(s):  
Foreign Language ◽  
American Association ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Language Teachers ◽  
Foreign Languages ◽  
Modern Language Association ◽  
Language Program ◽  
Modern Language ◽  
South Central

I. Brief History of the Project: Since 1952, the Foreign Language Program of the Modern Language Association of America, responding to the national urgency with regard to foreign languages, has been engaged in a vigorous campaign aimed in large part at improving foreign-language teaching in our country.In 1955, as one of its activities, the Steering Committee of the Foreign Language Program formulated the “Qualifications for Secondary School Teachers of Modern Foreign Languages,” a statement which was subsequently endorsed for publication by the MLA Executive Council, by the Modern Language Committee of the Secondary Education Board, by the Committee on the Language Program of the American Council of Learned Societies, and by the executive boards or councils of the following national and regional organizations: National Federation of Modern Language Teachers Associations, American Association of Teachers of French, American Association of Teachers of German, American Association of Teachers of Italian, American Association of Teachers of Spanish and Portuguese, American Association of Teachers of Slavic and East European Languages, Central States Modern Language Teachers Association, Middle States Association of Modern Language Teachers, New England Modern Language Association, Northeast Conference on the Teaching of Foreign Languages, Northwest Conference on Foreign Language Teaching, Philological Association of the Pacific Coast, Rocky Mountain Modern Language Association, South Atlantic Modern Language Association, and South-Central Modern Language Association.

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